This report examines the practical implications of student learning objective (SLO) assessment decisions for teacher appraisal. We present student-level growth data from SLO assessments administered in 2013–2014. Growth data are compared according to type (i.e., multiple-choice or rubric/performance-based) and source (i.e., common or teacher-created) of assessment.

This report addresses the extent to which assessment characteristics related to teachers’ success with SLOs in 2013-14. Student performance on preapproved and teacher-made tests did not differ, but the format of assessment was related to SLO success.

A total of 620 staff from all 38 REACH schools responded to the Spring survey and 149 staff at the 18 newest REACH schools attended focus groups to provide their thoughts about specific aspects of AISD REACH. Results are summarized in this report.

This report describes performance for schools, classrooms, and students at REACH schools, compared with that of students at similar comparison schools. Results suggest REACH likely facilitated meaningful improvements over time.

This report examines perceptions about Professional Development Units (PDUs), an optional component of the REACH program, as well as the effects of participation on instructional practice and student growth.

Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school.

This report summarizes 2012–2013 AISD REACH peer observation scores, the stability of scores over time, teachers’ perceptions of peer observation, the relationship between peer observation and other measures of teaching, and the program cost.

In 2012-13, 87% of educators at 38 REACH schools earned a stipend for meeting at least one Student Learning Objective (SLO) designed to address students’ needs. Relationships between SLOs, instructional practices, and student outcomes are described.